ED5970 - Teachers as Leaders for Learning and Change

Limited to students enrolled in the Master of Teaching and Learning (Primary)

The aim of this subject is to foster agency in graduate student teachers' epistemologies in their transition to professional teachers. In this subject, graduate student teachers will focus on developing their professional ethics, aspirations and personal epistemologies with the view of teachers as leaders. Through focused analysis of school-based scenarios, and in particular their Phase Three professional experiences, graduate student teachers will demonstrate autonomy, expert judgement and responsiveness in making decisions as well as articulating their approach in supporting and leading classroom, school and community goals through a variety of practical actions such as planning units of work, developing community responsive pedagogical frameworks and procedures for parent and community consultation. This subject assures graduate student teachers' capacities to articulate and justify their professional responsibilities and goals that reflect the assured standard of all components of the Australian Graduate Teacher Standards as well as their professional ethics and aspirations.

Learning Outcomes

• apply an advanced and integrated understanding and application of teacher professional knowledge, practice and engagement with the view of teachers as leaders who take individual and collective responsibilities to support students of diverse backgrounds;
• critically review regulatory requirements, ethical principles and, where appropriate, cultural frameworks, to work effectively, responsibly and safely in diverse contexts;
• demonstrate autonomy, expert judgement, adaptability and responsibility as a practitioner in teacher professional practice;
• design, implement and evaluate curriculum, assessment and differentiated learning opportunities, with a view to enhanced learning outcomes for all students, including those from diverse cultural, linguistic and socio-economic backgrounds and with specific learning needs;
• demonstrate agentic dispositions that articulate a positive vision of the profession, engage actively in collaborative practices about learning, teaching and leading.

Subject Assessment

• presentations (20%)
• pre-practicum professional action plan (30%)
• graduate teacher performance assessment (gtpa) (50%).

Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.